Lesson Title: Thermal Radiation and Heat vs Temperature
State Standards: GLEs/GSEs
PS1 (7-8) – 4 Students demonstrate an understanding of states of matter by …explaining the effect of increased and decreased heat energy on the motion and arrangement of molecules. PS2 (7-8) – 7 Students demonstrate an understanding of heat energy by…explaining the difference among conduction, convection and radiation and creating a diagram to explain how heat energy travels in different directions and through different materials by each of these methods.
Context of Lesson:
Time of lesson = 50 minutes
This lesson is being used to introduce the topic of Thermal Radiation, heat and temperature. In this lesson I will cover the idea of heat and temperature and clear up the key misconceptions of the two. After that section we will move to the concept of Thermal Radiation as a form of electromagnetic energy and clarify the misconception that it needs a medium to travel through. Also through a recreation of Herschel Experiment, the students will learn that frequency variations cause an increase or decrease in temperature.
Students will be working individually at their lab tables during the opening activity, lecture, and closing activity.
Student will be working in groups of two during the in-class activity.
Differential Instruction:
Students with a documented disability will be given a similar entrance/exit assessment. However, there will be step-by-step instructions given to assist the student. Students with disabilities will also receive a print out of the class notes. Also students will be given more explicit directs (tions) for the lab activity.
Students who are advanced or willing to try will be given a "My Science is Tight!" question on the opening/closing assessment. This is a question that has a higher Depth of Knowledge than the other question. (???)
Cooperative Learning:
Students will be working in groups of two during the lab assignment. During the rest of the class the students will be working individually.
Depth of Knowledge:
Level 1 (Recall and Reproduction)
Level 2 (Skills and Concepts)
Objectives:
Students will be able to define thermal radiation in terms of electromagnetic radiation to 80% proficiency.
Students will be able to collect data on temperature to 80% proficiency. What does the 80% proficiency mean?
What about heat and temperature?
Instruction:
Opening:
A powerpoint presentation will be used to frame our activities throughout the lesson.
The first PPT slide will be projected as students filter into class and take their seats.
Instructions on slide: Individually or with a neighbor, write down an answer to this question:
"Would you feel the heat of a light bulb if you and the bulb were in outer space?"
Be sure you include your reasoning for your answer.
Survey student answers with thumbs up/down survey.
Ask two or three students to share their reasoning.
Students saying yes might say that we feel heat from the sun.
Students saying no might say that only visible light can travel through space.
Validate Student's answers or thinking but do not give answers. Create a need to know. It looks like we're not sure about this...
Transition to lesson by saying something like: Today we're going to begin a unit on Global Warming. Before we can understand this topic, however, we need find out how energy travels in space from the sun in the first place....
We'll start the lesson by taking some notes and then we'll do a lab activity on heat and waves. Take out your notebooks so we can get started....
To be useful, your plans should explain each of your actions. What will you have students do as they walk in and you take roll? What will you ask to bring them to order when you're done? How will you relate your opening activity to the day's activities?
Engagement:
Before we transition into into today's lesson the students will first be informed of the global warming project and given a outline of the project that will be due at the end of the unit (Global Warming Research Project).
Student's will then be introduced to heat vs. temperature.
The concept of heat will be illustrated with an online animation that shows what happens to molecules when they are heated.
This will be followed by a conceptual idea of how the total heat of a system (Beaker of water) works.
Then we will move into temperature as the average molecular motion of a system and that temperature as a measurement is derived from the kinetic motion of the the system.
Much clearer. The animation you're planning to use is okay, but there are two simulations here; http://phet.colorado.edu/simulations/index.php?cat=Heat_and_Thermo that might be more clear: States of matter allow you to increase temperature and boil water. Greenhouse effect might be useful later to illustrate how heat is trapped in atmosphere.
You might add some questions. What will you ask to guide students' thinking while you are leading this discussion?
Now that the students have a base of what temperature and heat is they will be introduced into thermal radiation.
You need to ask questions to introduce the inconsistency: So far, heating is done by putting slow moving molecules or atoms in contact with fast moving ones. But this doesn't explain how we get energy from the sun, since there are not atoms in space. There must be another way to increase an object's molecular motion.
What other ways do we have of transporting "molecular motion?" Have students think about radios (sound is transmitted in a way that we know works in a vacuum) and microwave ovens (objects are heated w/o inside of oven getting hot) . What is going in these examples?
Students will be reminded of the question from the beginning of class about the light bulb. The students will then be asked to think about another "really big" source of heat and light (The Sun).
This will lead to a discussion on how the students think the Sun heats the Earth.
Students will be reminded that there is a vacuum between the two objects.
So what does the heat travel through? Careful. Does heat travel? Haven't you just defined heat at random motion of molecules?
Then the students will learn that thermal radiation is a form of electromagnetic radiation and it needs no medium to travel through.
This will lead to a recreation of Herschel's experiment ether by a video or hands-on activity.
This will show the students that when different sections of the electromagnetic come in contact with an object they will produce an increase in temperature that is different depending on the portion of the spectrum
Closure:
The ppt will again be up and asking the students "Would you feel the heat of a light bulb if you and the bulb were in outer space?"
This time students are to work alone.
The should produce a diagram that is tabled Sun and Earth. It should also show what direction the energy travels.
They should also write a small paragraph using what they learned in class to describe how the system works.
Students will pass this in as they exit the classroom and proceed to their next class.
Lesson Plan
Lesson Title: Thermal Radiation and Heat vs Temperature
State Standards: GLEs/GSEs
PS1 (7-8) – 4 Students demonstrate an understanding of states of matter by …explaining the effect of increased and decreased heat energy on the motion and arrangement of molecules.PS2 (7-8) – 7 Students demonstrate an understanding of heat energy by…explaining the difference among conduction, convection and radiation and creating a diagram to explain how heat energy travels in different directions and through different materials by each of these methods.
Context of Lesson:
Time of lesson = 50 minutesThis lesson is being used to introduce the topic of Thermal Radiation, heat and temperature. In this lesson I will cover the idea of heat and temperature and clear up the key misconceptions of the two. After that section we will move to the concept of Thermal Radiation as a form of electromagnetic energy and clarify the misconception that it needs a medium to travel through. Also through a recreation of Herschel Experiment, the students will learn that frequency variations cause an increase or decrease in temperature.
Opportunities to Learn:
Materials:
Professional Resources:
http://www.ipac.caltech.edu/Outreach/Edu/activities.htmlhttp://eo.nso.edu/ret/seddon/Herschel.html
http://en.wikipedia.org/wiki/William_Herschel#Further_discoveries
Classroom Environment:
Differential Instruction:
Students with a documented disability will be given a similar entrance/exit assessment. However, there will be step-by-step instructions given to assist the student. Students with disabilities will also receive a print out of the class notes. Also students will be given more explicit directs (tions) for the lab activity.Students who are advanced or willing to try will be given a "My Science is Tight!" question on the opening/closing assessment. This is a question that has a higher Depth of Knowledge than the other question. (???)
Cooperative Learning:
Students will be working in groups of two during the lab assignment. During the rest of the class the students will be working individually.Depth of Knowledge:
Level 1 (Recall and Reproduction)Level 2 (Skills and Concepts)
Objectives:
- Students will be able to define thermal radiation in terms of electromagnetic radiation to 80% proficiency.
- Students will be able to collect data on temperature to 80% proficiency. What does the 80% proficiency mean?
What about heat and temperature?Instruction:
Opening:
- A powerpoint presentation will be used to frame our activities throughout the lesson.
- The first PPT slide will be projected as students filter into class and take their seats.
- Instructions on slide: Individually or with a neighbor, write down an answer to this question:
- "Would you feel the heat of a light bulb if you and the bulb were in outer space?"
- Be sure you include your reasoning for your answer.
- Survey student answers with thumbs up/down survey.
- Ask two or three students to share their reasoning.
- Students saying yes might say that we feel heat from the sun.
- Students saying no might say that only visible light can travel through space.
- Validate Student's answers or thinking but do not give answers. Create a need to know. It looks like we're not sure about this...
- Transition to lesson by saying something like: Today we're going to begin a unit on Global Warming. Before we can understand this topic, however, we need find out how energy travels in space from the sun in the first place....
- We'll start the lesson by taking some notes and then we'll do a lab activity on heat and waves. Take out your notebooks so we can get started....
To be useful, your plans should explain each of your actions. What will you have students do as they walk in and you take roll? What will you ask to bring them to order when you're done? How will you relate your opening activity to the day's activities?Engagement:
Much clearer. The animation you're planning to use is okay, but there are two simulations here; http://phet.colorado.edu/simulations/index.php?cat=Heat_and_Thermo that might be more clear: States of matter allow you to increase temperature and boil water. Greenhouse effect might be useful later to illustrate how heat is trapped in atmosphere.
You might add some questions. What will you ask to guide students' thinking while you are leading this discussion?
You need to ask questions to introduce the inconsistency: So far, heating is done by putting slow moving molecules or atoms in contact with fast moving ones. But this doesn't explain how we get energy from the sun, since there are not atoms in space. There must be another way to increase an object's molecular motion.
What other ways do we have of transporting "molecular motion?" Have students think about radios (sound is transmitted in a way that we know works in a vacuum) and microwave ovens (objects are heated w/o inside of oven getting hot) . What is going in these examples?
Closure:
Assessment: